Development and Evaluation of an Effective CAI Based on a Reacivation Theory of Spacing Effects

Mizuno（1998）形式化并验证了间隔效应的再激活理论，该理论认为间隔效应是由再学习时记忆的再激活引起的。然后，她构建了一个产生间隔效应的过程的详细模型，称之为再激活模型。1999年，她从该模型中导出了两条原则，以便根据个人的答案确定最有效的学习空间。她通过实验证实了这些原则的有效性（Mizuno, 1999a, 1999b），并在进一步的实验中证明，采用这两个原则的学习方法，被称为低优先法，是非常有效的，省时的，激励的（Mizuno, 1999c, Mizuno, 2002a）。随后，她将Low-First Method应用于互联网上用于学习HTML （Mizuno, 2000a, 2000b）和Java Script （Mizuno, 2000c）的CAI系统中，并在教学实践中证明了其有效性。在2000年，Mizuno质疑为什么更多的参与者在学习了低优先方法后，回忆率并没有得到提高。她通过模拟证明，这种差异是由于工作记忆容量的个体差异造成的（Mizuno, 2000）。然后，她设计了第三个原则来处理工作记忆容量和任务难度的差异，并在几个实验中证明了它的有效性（Mizuno, 2000, f, g）。她对低优先法进行了修正，加入了第三个原则，并将修正后的低优先法应用到远程教育CAI系统中，证明了其在教育实践中的有效性（Mizuno, 2001a）。在2001年，她首次从更实际的角度检验了修正低优先方法在持久性（Mizuno, 2001b）和任务难度独立性（Mizuno, 2001c）方面的有效性。然后，她将其应用于通过互联网使用的CAI系统中，并证实了其有效性、持久性（Mizuno, 2002b）和激励效应（Mizuno, 2002c），从而完成了一种非常有效和省时的间隔学习方法——改进的低优先法和基于它的CAI系统。少

Mizuno ( 1998 ) formalized and verified a reactivation theory of spacing effects, which argues that spacing effects are caused by the reactivation of memory at relearning. She then constructed a detailed model of the process that generates spacing effects, calling it a reactivation model.In 1999, she derived two principles from the model in order to determine the most effective possible learning spaces on the basis of individuals' answers. She confirmed the efficiency of these principles experimentally ( Mizuno, 1999a, 1999b ), and proved in further experiments that the learning method employing the two principles, named the Low-First Method, was extremely effective, time-efficient, and motivating ( Mizuno, 1999c, Mizuno, 2002a ). Then she applied the Low-First Method to CAI systems used via the internet for learning HTML ( Mizuno, 2000a, 2000b ) and Java Script ( Mizuno, 2000c ), and proved their effectiveness in educational practice.In 2000, Mizuno questioned why it appeared that som … More e participants' recall rates had not been enhanced after learning with the Low-First Method. She proved by a simulation that this discrepancy was due to individual differences in working-memory capacity ( Mizuno, 2000d ). Then she devised a third principle to cope with such differences in working-memory capacity and also with differences in task difficulty, and proved its efficacy in several experiments ( Mizuno, 2000e, f, g ). She revised the Low-First Method by adding the third principle, applied the Modified Low-First Method to a CAI system for distance education, and proved its effectiveness in educational practice ( Mizuno, 2001a ).In 2001, she first examined the effectiveness of the Modified Low-First Method from a more practical point of view in terms of durability ( Mizuno, 2001b ) and independence of task difficulty ( Mizuno, 2001c ). She then applied it to a CAI system used via the internet and confirmed its effectiveness as well as its durability ( Mizuno, 2002b ) and motivating effect ( Mizuno, 2002c ) to complete an extremely effective and time-efficient spaced learning method, the Modified Low-First Method and a CAI system based on it. Less